Students will employ critical thinking skills to order details logically and become more effective at communicating their ideas to readers. The lesson will guide students to use critical thinking in the planning phase of drafting to purposefully include details that interest readers.

The teacher will model how to recognize rhyming words by hearing them, seeing them, reading them, and writing them. Then the students will practice hearing, seeing, reading, and writing “at” word family words.

Students will debate the representation argument of the Constitutional Convention and create a compromise that addresses the concerns of both large states and small states (the Great Compromise). Then, students will connect this concept to the present-day system of government.

The teacher will introduce context clues using visuals by reading the book Baloney (Henry P.) by Jon Scieszka and Lane Smith. Then, students will use textual evidence to find the meaning of unfamiliar words via direct teach and group collaboration.

This lesson will scaffold students into the reading strategy of finding textual evidence. They will be able to “zoom out,” or read before and after the unknown word, to construct meaning using context.

Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

This lesson is designed to teach students to make complex inferences, choose specific text evidence that strongly supports the inference, and develop a coherent explanation of how the evidence strongly supports the validity of the idea within the genre of poetry.